iRubric: Executive Functioning Skills/Prag Commun rubric

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Executive Functioning Skills/Prag Commun

Executive Functioning Skills - Performance Task

Exec fx and Social Pragmatics; hidden social curriculum

Rubric Code: H236CC5

By Kasman

Ready to use

Public Rubric

Subject: Education

Type: (Other)

Grade Levels: 6-8, 9-12

Executive Functioning/Social Pragmatics
	Instructional 1 pts	Emerging 2 pts	Independent 3 pts
Organization/Planning	Instructional -Has no systems of organization to track assignments, activities ( ie calendar, folders, etc) -If system is chosen to use, does not use to manage assignments, notes, due dates, etc. -Unwilling to learn to use a system	Emerging --Requires support to break down larger tasks into manageable parts - Requires support to develop and use chosen system (calendar, checklist, etc) -Is willing to learn and tries to use a system	Independent -Student able to break larger task inot manageable parts with independence - Student able to develop and use organizational system (calendar, checklist, etc) -System of organization is a habit
Time Mgmt./Uses Time Wisely	Instructional -Multiple cues (over 5) to return to task -Does not complete assigned tasks in class -Consistently late to start class or assigned work -Does not do work at home	Emerging -Occasional cues (2-3) from teacher to return to task at hand -Completes over 50% work in class -Late to class 1-2 times/week - Willing to complete missing work at home most of the time	Independent -Asks for help when needed -Redirects self without cues from teacher -Works consistently in class to complete work -Arrives to class on time and is ready to begin work time. -Routinely and without reminding, uses time at home to complete work
Self-Control/Management	Instructional -Disrupting teacher and instruction -Disrupting peers'/classmates' attention to task Behavior/words inappropriate to situation/context/mood -Does not maintain goal-directed momentum or request assistance when shifting between activities, subjects, strategies or mood	Emerging -1-2 individual cues to return to task. -Requires prompting to correct class disruption or to correct behavior/words inappropriate to situation/mood/context -Requires prompting to regain momentum or request assistance when shifting between activities, subjects, strategies or mood	Independent -Returns to task when given large group cue. -Independently maintains attn to tasks -Self-corrects behavior/words which do not match context, situation, mood AND/OR independently regains momentum during a shift between activities, subjects, strategies or mood. -Independently requests assistance
Self Advocacy	Instructional -Student makes no effort or does not perceive that he/she requires assistance or can create a request	Emerging -Requires prompts to identify a need -Requires assistance in identifying a need and prompting to request assistance or request what is needed	Independent -Independently identifies a need -Independently makes a request for assistance or makes a direct request for what is needed
Communication	Instructional The student requires frequent cues and instructional supports to engage with others and use the expected nonverbal and vernal communication skills needed for a communication The student may be able to express himself but does not always know the hows or whens to apply the communicative processes	Emerging With minimal prompting, the student is able to simultaneously engage and use the expected non verbal and verbal communication skill needed for effective communication. The student may require some assistance and direction in 1-2 of the previous communicative processes. The student usually knows when to ask assistance.	Independent The student is mostly independently able to 1 Observe the context and understand the expected behaviors for the situation 2 Interpret the nonverbal and verbal messages 3. Use information including prior knowledge and shared experiences to predict the needs of communicative partners(s). 4. Convey an expected nonverbal and verbal message 5. Consider the thoughts and feelings of others 6. Monitor and adjust behaviors based on the reactions of others.
Perspective Taking	Instructional The student is aware they have thoughts and feelings but believes everyone else either shares or would share the same belief	Emerging Although the student can imagine another person's thoughts and feelings and is aware that others have different perspectives, they cling to the belief that their view is correct. When perspective-taking skills are emerging, the student will often repeat their response or behavior with the belief that others will eventually understand.	Independent Perspective-taking or the ability to process and respond to one's own thoughts and feelings, as well as what they believe other people are thinking and feeling is considered developmentally appropriate, The student' is able to view a situation or context from the point of view of another person and gauge their own responses or behaviors in a manner that will likely result in a desired outcome.
Identify Hidden Curriculum	Instructional The student is unable to recognize the expected rules for behavior in a setting without consistent prompts,The student requires adult mediation to participate in the group or classroom contexts. The student requires frequent corrective directives for adjusting and modifying behaviors in the given environment..(in class we need to ...)	Emerging The student is able to identify a few of the expected rules or behaviors for a group or context, but needs frequent cues to monitor and adjust verbal and nonverbal actions, The student requires 3-5 prompts during 20 minute observation..."what do you think or in this setting others expect you to...."	Independent The student is able to identify most of the expected rules and behaviors for a group or context. They use the information to monitor verbal and nonverbal actions with minimal adult cuing. The student uses observation skills and thinking to monitor behavior and actions as needed. Student may require 1 indirect prompt during 10 minute observation..."what do you think are the expectations?"

Keywords:

Executive Functioning - Social Pragmatics, hidden curriculum

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